DTA-PerformanceShakespeareanMaterial-Grade8-PerformanceAssessment

Performance of Shakespearean Material Page |1 Performance Assessment Development Process The work of the Colorado Content Collaboratives is intended to support effective instructional practice by providing high quality examples of assessment and how assessment information is used to promote student learning The new Colorado Academic Standards require students to apply content knowledge using extended conceptual thinking and 21st century skills Performance assessments have the highest capacity to not only measure student mastery of the standards but also provide the most instructionally relevant information to educators Further, performance assessments can integrate multiple standards within and across content areas, providing educators a comprehensive perspective of student knowledge and giving students the opportunity to demonstrate the degree to which they understand and transfer their knowledge Performance Assessment - An assessment based on observation and judgment It has two parts: the task and the criteria for judging quality Students complete a task (give a demonstration or create a product) and it is evaluated by judging the level of quality using a rubric Examples of demonstrations include playing a musical instrument, carrying out the steps in a scientific experiment, speaking a foreign language, reading aloud with fluency, repairing an engine, or working productively in a group Examples of products can include writing an essay, producing a work of art, writing a lab report, etc (Pearson Training Institute, 2011) The Content Collaboratives worked closely with the Center for Educational Testing and Evaluation from the University of Kansas to establish protocols for the development of performance assessments and to use those protocols to develop performance assessments that include scoring rubrics The Performance Assessment Development Process includes a collection of resources to aid schools and districts that choose to engage in locally developing performance assessments The Performance Assessment Development Process is best utilized when intending to create an assessment for culminating assessment purposes such as a unit, end of course, end of semester, or end of year summative assessment Additionally, a district, BOCES, or school may wish to create a common performance assessment that can be used across multiple classrooms Engaging in the Performance Assessment Development Process serves as evidence that an educator is participating in valuable assessment work that aligns to the Colorado Academic Standards, district curriculum, and district goals The performance assessments developed by the Content Collaboratives serve as high-quality examples of performance assessments that can be used for a variety of purposes Scores from these performance assessments are used at the discretion of the district or school Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |2 Performance Assessment Development Template Who is developing this assessment? Name: Colorado Content Collaborative in Drama and Theatre Arts I Position/Affiliation: Colorado Content Collaborative in Drama and Theatre Arts CONTENT STANDARDS Content Area: Drama and Theatre Arts Colorado Academic Standards Specify the Colorado Academic Standard(s) that will be evaluated by the performance tasks Colorado Academic Standards Online (hold CTRL and click to visit the website) Colorado Career and Technical Education (hold CTRL and click to visit the website) Grade Level(s) Indicate the intended Depth of Knowledge (DOK) for this assessment What are some real-world situations that relate to the content standards above? Some examples are included in the Colorado standards under “Relevance and Application.” DTA09-GR.8-S.1-GLE.1 DTA09-GR.8-S.2-GLE.1 DTA09-GR.8-S.3-GLE.1,2,3 Grade ☐DOK ☐DOK ☐DOK ☑DOK  Creating a character and observing the characterization process validates the respect for exceptional performers, writers, artists, and public personalities  Analyzing characters and roles and performing them using the voice, body, and ingenuity deepens one's understanding of oneself, one's peers, and the adult community  Performing with increased knowledge and awareness of characterization technique leads to more awareness of the need for technical control of the physical environment  Collaborating with peers on a project and contributing to its management develops leadership Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |3 skills  Giving and taking constructive criticism increases the desire for and appreciation of excellence  Accepting how to take direction builds skills as an actor and helps actors understand when it is appropriate to use creative license and when it is not  Solving staging problems through critique within a group builds a sense of community and challenges the imagination  Enjoying the theatre as a participant and an audience member encourages a cultural commitment in adult life  Understanding the contributions and backgrounds of various historical and contemporary performers broadens one’s knowledge base Summary Provide a brief summary describing the task in the boxes below Performance Task Name Brief Description of the Task (about 2–5 words) Performance of Shakespearean Material Students will present a rehearsed Shakespearean monologue or scene Critical Response to Performance Students will self-evaluate and peer evaluates presentations of a rehearsed Shakespearean monologue or scene II Claims, Skills, Knowledge & Evidence Claims What claim(s) you wish to make about the student? In other words, what inferences you wish to make about what a student knows or can do? Define any key concepts in these claims Successful completion of this task would indicate… Students can: DTA09-GR.8-S.1-GLE.1-EO.a Develop and use previously acquired movement and vocal techniques in relation to roles or characters, and make choices about them in order to develop roles or characters with commitment (DOK 1-3) DTA09-GR.8-S.1-GLE.1-EO.b Develop and use previously acquired vocal and physical techniques appropriate to conveying a Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |4 variety of roles or characters (DOK 1-3) DTA09-GR.8-S.1-GLE.1-EO.c Generate, formulate, and apply character ideas to improvisation or scripted material (DOK 1-3) DTA09-GR.8-S.1-GLE.1-EO.d Discover a character's internal factors – such as objectives, motivations, status, background, experiences, independent activities, emotional responses, and personality – and translate these into voice, language, and movement that are unique to a role or character (DOK 2-4) DTA09-GR.8-S.1-GLE.1-EO.e Use the recall of sensory and personal experiences and the observation of the external world to motivate character behavior (DOK 1-4) DTA09-GR.8-S.2-GLE.1-EO.a Perform sustained characters (DOK 2-3) DTA09-GR.8-S.2-GLE.1-EO.b Develop a sense of timing in performance (DOK 1-3) DTA09-GR.8-S.2-GLE.1-EO.c Demonstrate a character's motivation by using recall of sensory and emotional experience and observation of the external world (DOK 1-2) DTA09-GR.8-S.2-GLE.1-EO.d Apply voice and movement skills that demonstrate a strong understanding of the script or text in action (DOK 2-3) DTA09-GR.8-S.3-GLE.1-EO.a Evaluate the elements of drama in a variety of dramatic forms and performance styles (DOK 1-2) DTA09-GR.8-S.3-GLE.1-EO.b Evaluate the nature of different dramatic forms and performance styles (DOK 2-3) DTA09-GR.8-S.3-GLE.1-EO.d Recognize and investigate societal and cultural themes in dramatic forms (DOK 1-3) DTA09-GR.8-S.3-GLE.1-EO.e Identify and discuss artistic challenges and successful outcomes encountered during the creative and rehearsal processes (DOK 1-3) DTA09-GR.8-S.3-GLE.2-EO.a Describe and analyze in written and oral form a character's wants, needs, objectives, and personality characteristics (DOK 1-3) DTA09-GR.8-S.3-GLE.2-EO.b Receive and act on coaching, feedback, and constructive criticism (DOK 2-3) DTA09-GR.8-S.3-GLE.2-EO.d Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |5 Recognize dramatic problems, and solve them individually and in a group (DOK 1-3) DTA09-GR.8-S.3-GLE.3-EO.c Perform in rehearsals performances as a productive and responsible member of an acting ensemble, and demonstrate personal responsibility and commitment to a collaborative process (DOK 1-2) Skills Refer to the standard(s), grade level, and DOK levels you listed in Section I Given this information, what skills should be assessed? All skills should align with the above claims Knowledge Refer to the standard(s), grade level, and DOK level you listed in Section I Given this information, what knowledge/concepts should Student should be able to…  Deliver a Shakespearean dramatic presentation (Monologue, Duet Scene, or Group Scene) that is tailored for a specific audience and purpose  Deliver a Shakespearean dramatic scene or monologue that is well-rehearsed  Demonstrate effective non-verbal communication including:  Body language (e.g., gestures, posture, body alignment, control of isolated body parts, and rhythms )  Tone of voice (e.g., Breath control, diction, projection, inflection, rhythm, and pace)  Develop relationships between other characters (e.g., Demonstrate knowledge of motivation, what the character wants, through the recall of emotional experience, blocking, and observations of the external world)  Demonstrate effective characterization  Recognize and work against the obstacle - what's in the character's way  Connect feelings to a thought process when creating a character  Identify and employ several tactics to get what the character wants  Critically respond to the effectiveness of his/her presentation based on self-reflection and audience responses  Critically respond to peer presentations  Extended: justify a rationale for scripted selection Student should know/understand…  How to memorize Shakespearean character lines with meter  How to create a Shakespearean character  How to make character choices based on Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material be assessed? All knowledge should align with the above claims Evidence What can the student do/produce to show evidence of the above knowledge and skills? Page |6 the Shakespearean scripted material  How to critically respond to classmates Shakespearean presentations  How to develop blocking and levels to create pictures  How to identify an obstacle and react to it  How to establish a tactic and react to lack of success  How to use non-verbal communication and silence effectively  How to differentiate uses of subtext within a Shakespearean scene Student will show evidence of skills and knowledge by…  Articulates Shakespearean dialogue which is appropriate for the character and purpose  Presents a Shakespearean scripted scene or monologue  Student provides a slate (i.e., introduction of piece and self)  Student presents an objective with obstacles in the scene  Student presents believable relationships between Shakespearean characters  Student is living in the moment  Students presenting emotional information within a relationship in addition to factual  Students presents a memorized Shakespearean presentation  Students block scene in a pragmatic way that highlights conflict and visual pictures  Demonstrates effective non-verbal communication  Gestures appropriately (e.g., uses gestures to emphasize main points, does not keep hands in pockets, does not fidget, etc.)  Demonstrates confident posture (i.e., stands up straight, faces audience)  Demonstrates effective verbal communication  Uses appropriate vocal techniques  Uses appropriate diction and articulation, enunciates well so that the audience can understand  Appropriate dialect/accent if necessary  Provides a self-evaluation that accurately Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |7 reflects the effectiveness of his/her performance  Provides a critical evaluation of peers’ performance III.A PERFORMANCE TASKS: Instructions to the Student Think about the assessment process from a student’s perspective What instructions does the student need? Make sure the instructions are fair and unbiased Instructions should be detailed, clear, and written at the appropriate grade level For more detailed guidelines on writing instructions, please refer to the “Performance Task Review” sheet Give the student an overview of the assessment (i.e., purpose of the assessment, tasks the student will need to complete, etc.) Prompt: To fully assess your acting ability you will perform a Shakespearean monologue or scene in front of the class after a brief rehearsal period Focusing on the synthesis of character scene work that you have developed within this course See rubric below for the performance details Prompt: After you have completed your presentation you will complete the provided rubric for self-evaluation, as well as an evaluation of your peers’ performance in class Your evaluation of your peers may be a focused evaluation on one element of the rubric or may utilize the entire performance rubric Time required:  Rehearsal period, determined by the instructor  Performance time, determined by the length of the piece selected by the instructor Stimulus Material Describe what stimulus material the student will receive For example, the stimulus might be a story or scenario that the student reads, analyzes, and to which the student provides a response Shakespearean works and the rubric/prompt Explain to the student what documents/materials they have for the assessment Explain what the student should with those documents/materials  Shakespearean Script  Performance Rubric  Critical Analysis rubric Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |8 Describe in detail any safety equipment that is required Is safety equipment provided onsite, or are students expected to bring their own safety equipment? No safety equipment is required Explain what students need to when they complete each task (e.g., submit work to the evaluator, move on to the next task, etc.)  Evaluate their performance using the rubric  Evaluate a pre-determined number of peers using the rubric or focused rubric criteria Provide any other relevant information for the students’ instructions N/A III.B PERFORMANCE TASKS: Instructions to the Evaluator Think about the assessment process from an evaluator’s perspective What instructions the evaluators need? Instructions to the evaluator should be clear and concise Before the Testing Period How should the evaluator prepare the test site? What materials should be provided to students? Be as specific as possible  Select numerous Shakespearean pieces that are appropriate for their students  Instructor should consider the power of having the same scene or selection distributed among numerous groups or individuals  Group the students utilizing varied strategies for ability/readiness, i.e Kagan Strategies  Distribute selections to the individual or pre-arranged groups  Provide rehearsal space and rehearsal periods  Copies of the rubric  Mini lessons on different points within the rubric  For example, blocking – instructor can navigate the rehearsal space and give coaching on blocking techniques, movement choices, vocal variances, etc… What materials should the student bring to the testing site? Be as specific as possible No materials need to be brought by the student What materials should not be available to the student during the testing session (e.g., cell phones, calculators, etc.)? Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material Page |9 Costumes or props for this exercise Should the evaluator keep track of time? If so, specify how much time the student will have to complete the assessment Explain how the evaluator should keep track of and record time  Evaluator should provide appropriate amount of class time for rehearsal and mini-lessons on elements of the rubric Since the performance selections are pre-selected by the teacher, time frame for the actual performances by the students is not a factor  Evaluator should give the students in the class, that make-up the audience, the rubric or the focused rubric element for them to assess the performance of their classmates Will the evaluator need to video/audio record the testing session? If so, provide detailed instructions on how to set up the recording equipment N/A During the Testing Period How should the evaluator respond to students’ questions? Answer clarifying questions regarding the task What should the evaluator while the student is completing the tasks (e.g., should the evaluator make notes about the student’s process, mark scores on rubrics, etc.)? Observe the performance and completing the students’ scores on the rubric Upon Completion of the Assessment What does the evaluator need to collect from the student? Distribute and collect self-assessment rubric to the student/s that performed What information should the evaluator give the student at the end of the testing session?  Distribute and collect self-assessment rubric to the student/s that performed Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material P a g e | 10  Conduct, if appropriate, an oral critic of the students’ performance  Instructor should make a plan for student goal setting and continued feedback Who is responsible for cleaning/resetting the workstation (if necessary)— the student or the evaluator? How should the workstation be cleaned? N/A Other relevant information for the evaluator’s instructions: N/A III.C PERFORMANCE TASKS: Other Considerations How will students’ responses be recorded? Describe how evidence will be collected about each student’s performance (e.g., student submits a work product, evaluator records information about the student’s process, etc.)  Students will submit their self-evaluation and their responses will be recorded on the rubric  Students will submit peer evaluations using specified criteria What needs to be built for this assessment? Refer to the materials list above Think about what materials must be created for this assessment Some examples include: worksheets, instruction sheets for the evaluators, videos, websites, etc Portfolio of scripted selections to use in your classroom III.D PERFORMANCE TASKS: Accommodations What are the requirements for this set of tasks? What accommodations might be needed? List all accommodations that might apply (e.g., accommodations for language, timing, setting, etc.) Accommodations are handled through the selection of the scripted work The teacher should be aware of the specific needs of all students within the classroom and distribute materials appropriately (i.e., length of scene, smaller parts, age of character, and handicap of character.) IV EVALUATOR INFORMATION What are the requirements to be an evaluator for this assessment? Please provide your recommendations below Comprehensive understanding of a theatrical performance, endorsement in teaching theatre within Colorado, and/or a theatre degree Template Design by Center for Educational Testing & Evaluation—University of Kansas Performance of Shakespearean Material P a g e | 11 Template Design by Center for Educational Testing & Evaluation—University of Kansas